Many countries and education systems around the world are currently engaged in large-scale efforts to introduce huge numbers of computing devices (PCs, laptops, tablets) into schools and into the hands of teachers and students, and many more initiatives are under serious consideration. However one might feel about such projects (in general, or in particular instances), there is no denying that these can be quite complex undertakings, rolling out over many years, in multiple stages, with many interdependent components (related to e.g. infrastructure, content, training, assessment), and costing (tens of, sometimes hundreds of) millions of dollars. When planning such initiatives, there are many questions to be asked, large and small. One question that I don’t find is typically given much serious attention relates to what would, at first glance, probably appear to be a rather simple one, with a simple answer:
Who owns the laptops (tablets) that will be distributed to students (teachers)?
I regularly ask this question as part of my interactions with leaders of various such projects around the world. I find that I rarely get a simple or complete answer. This is potentially problematic, as the responses to this question, and a set of related ones, can have a very profound impact on how such projects function in practice, and thus on their (potential) impact as well.
Here’s one example of why this sort of thing is important: